Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| GIFTED INDIVIDUALS and THEIR EDUCATION | ÖE3116418 | Fall Semester | 3+0 | 3 | 4 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Assist.Prof. Adviye Pınar KONYALIOĞLU |
| Name of Lecturer(s) | Assist.Prof. Adviye Pınar KONYALIOĞLU |
| Assistant(s) | |
| Aim | In this course, it is aimed to gain skills to identify the gifted child, to identify the child by analyzing the developmental profile, to develop, practice and evaluate appropriate support programs according to child?s needs, to consult family and teachers of gifted children. |
| Course Content | This course contains; Definition of giftedness, Characteristics of gifted children, Superior talent types, Developmental characteristics and needs of gifted children,Developmental characteristics and needs of gifted children, Identification of gifted children and sources of information,Education models, How parents and teachers should approach gifted children, Program development and application principles for gifted children,Program development and application principles for gifted children, Observation, sharing of observation information, Internship, discussion of internship, Internship, discussion of internship,Internship, evaluation of the internship, Internship, evaluation of the internship. |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| Know that characteristics of gifted children. | 9 | |
| Defines the characteristic features of gifted children and their types of giftedness. | 10, 9 | |
| Describes the developmental characteristics of gifted children. | 10, 9 | |
| Determines the tools used to identify gifted children. | 10, 12, 9 | |
| Defines education models. | 10, 12, 9 | |
| Arrange support program according to child's needs and lead child and family appropriately. | 10, 12, 9 |
| Teaching Methods: | 10: Discussion Method, 12: Problem Solving Method, 9: Lecture Method |
| Assessment Methods: |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Definition of giftedness | Preparing for the subject from the relevant source |
| 2 | Characteristics of gifted children | Preparing for the subject from the relevant source |
| 3 | Superior talent types | Preparing for the subject from the relevant source |
| 4 | Developmental characteristics and needs of gifted children | Preparing for the subject from the relevant source |
| 5 | Developmental characteristics and needs of gifted children | Preparing for the subject from the relevant source |
| 6 | Identification of gifted children and sources of information | Preparing for the subject from the relevant source |
| 7 | Education models | Preparing for the subject from the relevant source |
| 8 | How parents and teachers should approach gifted children | Preparing for the subject from the relevant source |
| 9 | Program development and application principles for gifted children | Preparing for the subject from the relevant source |
| 10 | Program development and application principles for gifted children | Preparing for the exam from the relevant source |
| 11 | Observation, sharing of observation information | Preparing for the subject from the relevant source |
| 12 | Internship, discussion of internship | Preparing for the subject from the relevant source |
| 13 | Internship, discussion of internship | Preparing for the subject from the relevant source |
| 14 | Internship, evaluation of the internship | Preparing for the subject from the relevant source |
| 15 | Internship, evaluation of the internship | Preparing for the exam from the relevant source |
| Resources |
| 1-Kokot, S. (1999) Help Our Child is Gifted.Guidelines for Parent. Henkos Printers, Republic of South Africa 2-Metin, N. (1999) Gifted Children, Özaşama Matbaacılık, Ankara 3-Renzulli, J. (2004) Identification Of Student for Gifted and Talented Programs, Corwin Press, USA 4-Sak, U. (2010) Gifted, Characteristics, Identification, Training. Maya Academy Publications, Ankara |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | It compares theories of development and learning in the field of special education. | ||||||
| 2 | Explains national legislation and education policies related to special education in the context of professional practice. | ||||||
| 3 | Explains assessment processes and data-driven decision-making approaches in special education. | ||||||
| 4 | Explains the developmental characteristics and educational needs of individuals with special needs in accordance with theoretical foundations. | ||||||
| 5 | Designs teaching/technological materials appropriate to student needs. | ||||||
| 6 | It adapts the general education program in terms of content, process, environment and assessment in line with inclusive education principles. | ||||||
| 7 | Develops an Individualized Education Program (IEP) based on student performance. | ||||||
| 8 | Conducts functional behavior assessment and behavior change processes. | ||||||
| 9 | They recognize their responsibility to serve as a role model for society, colleagues and students through their appearance, attitude, demeanor, and professional conduct. | ||||||
| 10 | Uses national and international scientific resources related to their field in their professional practice. | ||||||
| 11 | It carries out social responsibility initiatives related to its field. | ||||||
| 12 | Evaluates the effectiveness of teaching practices. | ||||||
| 13 | Plans the family and interdisciplinary team collaboration process. | ||||||
| 14 | Conducts professional practices in accordance with ethical principles and relevant legislation. | ||||||
| 15 | It carries out its professional practices in line with the educational and social rights of individuals with special needs. | ||||||
| 16 | Participates in scientific and professional development activities in their field. | ||||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |
| ECTS / Workload Table | ||||||
| Activities | Number of | Duration(Hour) | Total Workload(Hour) | |||
| Course Hours | 14 | 3 | 42 | |||
| Guided Problem Solving | 7 | 4 | 28 | |||
| Resolution of Homework Problems and Submission as a Report | 0 | 0 | 0 | |||
| Term Project | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 5 | 3 | 15 | |||
| General Exam | 7 | 6 | 42 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 127 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(127/30) | 4 | |||||
| ECTS of the course: 30 hours of work is counted as 1 ECTS credit. | ||||||
Detail Informations of the Course
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| GIFTED INDIVIDUALS and THEIR EDUCATION | ÖE3116418 | Fall Semester | 3+0 | 3 | 4 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Assist.Prof. Adviye Pınar KONYALIOĞLU |
| Name of Lecturer(s) | Assist.Prof. Adviye Pınar KONYALIOĞLU |
| Assistant(s) | |
| Aim | In this course, it is aimed to gain skills to identify the gifted child, to identify the child by analyzing the developmental profile, to develop, practice and evaluate appropriate support programs according to child?s needs, to consult family and teachers of gifted children. |
| Course Content | This course contains; Definition of giftedness, Characteristics of gifted children, Superior talent types, Developmental characteristics and needs of gifted children,Developmental characteristics and needs of gifted children, Identification of gifted children and sources of information,Education models, How parents and teachers should approach gifted children, Program development and application principles for gifted children,Program development and application principles for gifted children, Observation, sharing of observation information, Internship, discussion of internship, Internship, discussion of internship,Internship, evaluation of the internship, Internship, evaluation of the internship. |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| Know that characteristics of gifted children. | 9 | |
| Defines the characteristic features of gifted children and their types of giftedness. | 10, 9 | |
| Describes the developmental characteristics of gifted children. | 10, 9 | |
| Determines the tools used to identify gifted children. | 10, 12, 9 | |
| Defines education models. | 10, 12, 9 | |
| Arrange support program according to child's needs and lead child and family appropriately. | 10, 12, 9 |
| Teaching Methods: | 10: Discussion Method, 12: Problem Solving Method, 9: Lecture Method |
| Assessment Methods: |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Definition of giftedness | Preparing for the subject from the relevant source |
| 2 | Characteristics of gifted children | Preparing for the subject from the relevant source |
| 3 | Superior talent types | Preparing for the subject from the relevant source |
| 4 | Developmental characteristics and needs of gifted children | Preparing for the subject from the relevant source |
| 5 | Developmental characteristics and needs of gifted children | Preparing for the subject from the relevant source |
| 6 | Identification of gifted children and sources of information | Preparing for the subject from the relevant source |
| 7 | Education models | Preparing for the subject from the relevant source |
| 8 | How parents and teachers should approach gifted children | Preparing for the subject from the relevant source |
| 9 | Program development and application principles for gifted children | Preparing for the subject from the relevant source |
| 10 | Program development and application principles for gifted children | Preparing for the exam from the relevant source |
| 11 | Observation, sharing of observation information | Preparing for the subject from the relevant source |
| 12 | Internship, discussion of internship | Preparing for the subject from the relevant source |
| 13 | Internship, discussion of internship | Preparing for the subject from the relevant source |
| 14 | Internship, evaluation of the internship | Preparing for the subject from the relevant source |
| 15 | Internship, evaluation of the internship | Preparing for the exam from the relevant source |
| Resources |
| 1-Kokot, S. (1999) Help Our Child is Gifted.Guidelines for Parent. Henkos Printers, Republic of South Africa 2-Metin, N. (1999) Gifted Children, Özaşama Matbaacılık, Ankara 3-Renzulli, J. (2004) Identification Of Student for Gifted and Talented Programs, Corwin Press, USA 4-Sak, U. (2010) Gifted, Characteristics, Identification, Training. Maya Academy Publications, Ankara |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | It compares theories of development and learning in the field of special education. | ||||||
| 2 | Explains national legislation and education policies related to special education in the context of professional practice. | ||||||
| 3 | Explains assessment processes and data-driven decision-making approaches in special education. | ||||||
| 4 | Explains the developmental characteristics and educational needs of individuals with special needs in accordance with theoretical foundations. | ||||||
| 5 | Designs teaching/technological materials appropriate to student needs. | ||||||
| 6 | It adapts the general education program in terms of content, process, environment and assessment in line with inclusive education principles. | ||||||
| 7 | Develops an Individualized Education Program (IEP) based on student performance. | ||||||
| 8 | Conducts functional behavior assessment and behavior change processes. | ||||||
| 9 | They recognize their responsibility to serve as a role model for society, colleagues and students through their appearance, attitude, demeanor, and professional conduct. | ||||||
| 10 | Uses national and international scientific resources related to their field in their professional practice. | ||||||
| 11 | It carries out social responsibility initiatives related to its field. | ||||||
| 12 | Evaluates the effectiveness of teaching practices. | ||||||
| 13 | Plans the family and interdisciplinary team collaboration process. | ||||||
| 14 | Conducts professional practices in accordance with ethical principles and relevant legislation. | ||||||
| 15 | It carries out its professional practices in line with the educational and social rights of individuals with special needs. | ||||||
| 16 | Participates in scientific and professional development activities in their field. | ||||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |